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HomeMy WebLinkAboutEDU-226 1 Bergen Community College Division of Business and Social Sciences Department of Education Course Syllabus EDU226: Supervised Fieldwork Experience Semester/Year: Section Number: EDU226- Meeting Times: Location: Instructor: Office Location: Phone: Email: Office Hours: Department Secretary: Office: Email: Course Description: This course was designed to expand and challenge personal and professional attitudes while providing supervised experiential learning opportunities with young learners. This fieldwork course features guided experiences working with students in preschool through third grade. Students will create and demonstrate developmentally appropriate lessons, as they develop pedagogical skills and professional dispositions necessary for effective teaching. There is an emphasis on creating lessons to integrate language arts/literacy with mathematical concepts, while supporting social and physical development. Credits: 3 Lecture [1.00], Laboratory [4.00] Prerequisites: EDU-120 and EDU- 220 Corequisites: None Student Learning Outcomes: As a result of meeting the requirements in this course, students will be able to: Student Learning Outcomes: Means of Assessment: 1. Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field Class Discussions/Activities/Written Assignments/Essays/Interview Project 2 classroom 2. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early Learning Standards and align these standards within written lesson plans Class Discussions/Activities/Written Assignments 3. Demonstrate professional behaviors during weekly fieldwork participation Class Discussions/Activities/Written Essays 4. Locate instructional resources, integrate technology and identify essentials of research-based curriculum planning and classroom management Philosophy Essay/Lesson Plan or other practical application of best practices 5. Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development A formal evaluation of your fieldwork performance by your cooperating teacher and course instructor, along with a record of your fieldwork hours are required. The additional means of assessment types utilized in this course are reflection assignments, discussions, development of written lesson plans, and the demonstration of these lessons in the field, creation of a professional teaching portfolio which will include a resume, written lesson plans and teaching 6. Demonstrate improvement of academic writing and critical thinking skills Written Essays, Essays, Research Presentations 7. Review and reflect on the historical, political, societal, developmental and cultural perspectives related to students and their families. Course Content: Supervised Field Work Experience is an academic course that integrates current best practices for teaching with practical fieldwork experiences. Course topics are related to curriculum, teaching strategies and approaches, learning assessment, and classroom management for children in daycare/preschool through 3rd grade. Course topics, assignments, writing/reflection activities, and assigned readings are designed to support students in the achievement of all student learning outcomes, while providing the opportunity to practically apply developing knowledge and skills. As an outcome of this course, students will create lesson plans, instructional materials, a personal teaching philosophy, professional resume, reflection essay and a Teaching Portfolio based on clinical experiences. Required Fieldwork Requirements: Along with writing and reading assignments, creating practice lesson plans, and 3 fieldwork lessons and demonstrations, you will also organize a final teaching portfolio. Please schedule 10 fieldwork hours at Bergen’s on-campus Child Development Center (201) 447-7165 or jblundo@bergen.edu). If you prefer to complete fieldwork at another school that 3 you are more familiar with or even at your workplace, if you work in a classroom setting that is also an option. Virtual fieldwork is available, as well, where you demonstrate your 3 lesson plans via recorded videos and upload to Canvas. Virtual fieldwork has you prepared with all the lesson materials, including the book you will read aloud, which you will demonstrate to fictional students. Evidence of mastery of course objectives will be demonstrated within lesson plan development, 3 lesson demonstrations, a variety of written assignments, discussions, and a final teaching portfolio. More Information About Fieldwork: If a student enrolled in this course is employed in an early childhood classroom is scheduled for fieldwork at the on-campus Child Development Center or can identify a fieldwork site that will agree to host them, they are approved to demonstrate their written lesson plans in the face- to-face classroom environment. Students will upload the name of the school, school address, cooperating teacher’s name, email, phone number-no later on the required form provided by the instructor in the third week of the semester. There is a Student Handbook posted on Canvas, which includes all required forms for students who are completing their fieldwork in the face-to-face classroom. The lesson evaluation forms contained in the handbook are for your hosting teacher to evaluate your 3 written lesson plans and accompanying demonstrations. Students are responsible for providing all lesson materials needed to lead lessons, including any children’s books, word cards, and interactive, hands-on materials needed for the lesson demonstration. Students are required to upload pictures of all instructional materials used for lesson demonstrations when due. Fully virtual option: If students choose to complete fieldwork in a fully virtual format, the course instructor will evaluate written fieldwork lesson plans and observe and evaluate accompanying lesson demonstrations through recorded video links that students are required to post when due. Students are responsible for providing all lesson materials needed to lead the virtual recorded lessons, including any children’s books needed for the lesson demonstration. Required Textbook: Free Online Textbook posted on Canvas: Research, Writing, and/or Examination Requirement(s): Students will: • create written lesson plans • research applicable and appropriate curriculum standards • create instructional materials for lesson demonstrations • research for teaching resources in preparation for lesson demonstrations • present lessons and activities for the fieldwork site • write a reflection essay based on their clinical fieldwork experiences • write a philosophy essay • organize a resume • organize a Teaching Portfolio based on clinical experiences. 4 Grading Policy: Practice Lesson Plans/Written Assignments/Reflection Essay 20% Written Lesson Plans/Demonstrations/Instructional Materials. 30% Final Teaching Portfolio 30% Class Participation/Discussions/Attendance 20% Grading Scale: A 90-100 B+ 85-89 B 80-84 C+ 75-79 C 70-74 D 60-69 F below 60 Class Conduct: As this is the capstone course of the Early Childhood program concentration, it is expected that students will demonstrate characteristics and behaviors expected of second year college students who are future teachers. Respectful, collegial, and professional relationships with the instructor, peers, hosting fieldwork teachers, and young learners is expected. Punctuality and Late Assignments: Timely participation in discussions and class activities are expected as these activities are interactive, cumulative, and require collaboration. Each student is held responsible for all material presented. Assignments are expected by the stated due date, with points deducted for lateness, as per the instructor’s stated policy. The following is a sample of how points will be deducted for late assignments: One week late: 10 points deducted; Two weeks late: 15 points deducted; Three weeks late: 20 points deducted, etc. Late assignments should be emailed separately to the instructor, with the title of the assignment stated in the subject line. No late discussions will be accepted. Minimum Required Technology Skills: Students’ ability to upload documents and presentations and participate in discussions on the online learning platform are required technological skills. For support with any technological questions or issues, please reach out to the following resources: • The Help Desk: When you realize you have an issue with technology, contact them by telephone: 201-447-7109, or by email: helpdesk@bergen.edu • The Tutoring Center: tutoring@bergen.edu Tutors are available to help you improve your written and presentation assignments. Tutors can also assist you with American Psychological Association (APA) formatting, which is expected in all writing assignments for Education courses. Examples of APA formatting are: Times New Roman font, size 12, double-spaced, in-text citations, reference page, and upper right hand page numbers. Headings, running heads, and abstracts are encouraged. Attendance Policy: All students are expected to attend every scheduled meeting of the course. Attendance will be 5 kept by the instructor for administrative and counseling purposes. For face-to-face class meetings, punctuality is expected. Repetitive lateness and/or absence from class will impact your participation grade. For online courses, attendance is taken via weekly participation in discussions/assignments. Other College, Divisional, and/or Departmental Policy Statements: Plagiarism and Academic Policies: Academic Matters - Bergen Community College - Acalog ACMS™ AI-Generated Policy: In addition to the College’s guidelines on plagiarism and academic dishonesty, academic dishonesty is also any written work that was technologically created without proper citation, such as content created by Artificial Intelligence (AI). Submitting AI-generated content, without providing a citation for where the content was located, is plagiarism. If a student uses AI-generated writing, they must paraphrase the content and provide a citation to identify the source of where the content originated. Use and inclusion of AI-generated content in students’ work means each student is accountable for verifying that the Artificial Intelligence outputs are accurate. Please consult your course instructor to ensure they will accept AI-generated text for specific assignments. Here is the link to APA guidelines on the topic: https://apastyle.apa.org/blog/how-to-cite-chatgpt Some examples: For in-text AI citation/parenthetical citations: (OpenAI, personal communication, January 16, 2023) or (ChatGPT, personal communication, 2023). Do not include reference to AI-generated text on the Reference Page. Since APA recommends that text generated from AI be formatted as “Personal Communication.” As such, it receives an in-text citation but not an entry on the References list. ADA statement: Disability Services (Office of Specialized Services) | Bergen Community College Sexual Harassment statement: HR-003-001.2018-Policy-Prohibiting-Sexual-Harassment.pdf (bergen.edu) Statement on acceptable use of BCC technology: Acceptable-Use-Policy.pdf (bergen.edu) Any student who feels that he or she may need an accommodation because of a disability (learning disability, attention deficit disorder, psychological, physical, etc.), please make an appointment with the Office of Specialized Services. You can reach them in room L115 in the Pitkin Building, by calling 201-612-5269, or via email ossinfo@bergen.edu. Office Hours: All students are welcome to visit the instructor during their posted office hours, but if this is not possible due to scheduling conflicts, the instructor will arrange for a time to meet which is mutually convenient for both student and instructor. The faculty office hours are valuable because they provide a setting for the instructor and student to interact on a one-to-one basis to focus on specific individualized concerns. Student and Faculty Support Services: Bergen Community College provides exemplary support to its students and offers a broad 6 variety of opportunities and services. A comprehensive array of student support services including advising, tutoring, academic coaching, and more are available online at https://bergen.edu/currentstudents/. Sidney Silverman Library Online Resources: Guides BY SUBJECT - LibGuides at Bergen Community College General Search and Databases: Library | Bergen Community College Academic Advising Center [Pitkin Education Center, Room A-122; (201) 612-5480, aadvising@bergen.edu Center for Student Success-Transfer and Career [Pitkin Education Center, Room A-118, doconnor@bergen.edu Child Development Center [Ender Hall]: jblundo@bergen.edu Office of Specialized Services [Pitkin Education Center, L-115; (201) 612-5270, oss@bergen.edu Public Safety [Pitkin Education Center; Room L-154; (201) 447-9200 Accessibility Statement Bergen Community College is committed to ensuring the full participation of all students in its programs. If you have a documented disability (or think you may have a disability) and, as a result, need a reasonable accommodation to participate in this class, complete course requirements, or benefit from the College’s programs or services, contact the Office of Special Services (OSS) as soon as possible at 201-612-5270 or www.bergen.edu/oss. To receive any academic accommodation, you must be appropriately registered with OSS. The OSS works with students confidentially and does not disclose any disability-related information without their permission. The OSS serves as a clearinghouse on disability issues and works in partnership with faculty and all other student service offices. Tentative Course Outline and Calendar: Date: Topic/Activity: Learning Outcomes: Assignments/Events: Week 1 Dates: Intentional Teaching/ Diversity Evaluate and apply educational and developmental theories to provide appropriate instructional, Discussion Written Assignment 7 assessment and management in lessons and activities for the field classroom. Demonstrate improvement of academic writing and critical thinking skills. Review and reflect on the historical, political, societal, developmental and cultural perspectives related to students and their families. Week 2 Dates: Classroom Management/Working with Families Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development. Demonstrate improvement of academic writing and critical thinking skills. Review and reflect on the historical, political, societal, developmental and cultural perspectives related to students and their families. Discussion Written Assignment Week 3 Dates: Prepare for Fieldwork Locate instructional resources, integrate technology and identify essentials of research-based curriculum planning and classroom management. Demonstrate improvement of academic writing and Discussion Written Assignment 8 critical thinking skills. Week 4 Dates: Practice Written Lesson Planning 1: Language Arts/Literacy and Mathematical Concepts Classroom Observation at Fieldwork Site Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early Learning Standards and align these standards within written lesson plans. Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development. Locate instructional resources, integrate technology and identify essentials of research-based curriculum planning and classroom management. Demonstrate improvement of academic writing and critical thinking skills. Lesson Plan/Instructional Materials Week 5 Dates: Practice Written Lesson Planning 2: Integrate Language Arts and mathematical thinking with Creative Evaluate and apply educational and developmental theories to provide appropriate instructional, Lesson Plan/Instructional Materials 9 Arts, and Math/Science Concepts Fieldwork/Support Classroom Teacher assessment and management in lessons and activities for the field classroom. Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early Learning Standards and align these standards within written lesson plans. Locate instructional resources, integrate technology and identify essentials of research-based curriculum planning and classroom management. Week 6 Dates: Fieldwork/Support Classroom Teacher Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Demonstrate professional behaviors during weekly fieldwork participation. Written Assignment Week 7 Dates: Fieldwork/Support Classroom Teacher Evaluate and apply educational and developmental theories Written Assignment 10 to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Demonstrate professional behaviors during weekly fieldwork participation. Week 8 Dates: Fieldwork/Support Classroom Teacher Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Demonstrate professional behaviors during weekly fieldwork participation. Written assignment Week 9 Dates: Fieldwork Lesson Plan Demonstration 1 Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development. Locate instructional resources, integrate technology and identify essentials of Written Lesson Plan and Evidence/Evaluation of Lesson Demonstration 11 research-based curriculum planning and classroom management. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early Learning Standards and align these standards within written lesson plans. Demonstrate professional behaviors during weekly fieldwork participation. Week 10 Dates: Fieldwork Lesson Plan Demonstration 2 Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early Learning Standards and align these standards within written lesson plans. Locate instructional resources, integrate technology and Written Lesson Plan and Evidence/Evaluation of Lesson Demonstration 12 identify essentials of research-based curriculum planning and classroom management. Demonstrate professional behaviors during weekly fieldwork participation. Week 11 Dates: Fieldwork Lesson Plan Demonstration 3 Demonstrate improvement of academic writing and critical thinking skills. Written Lesson Plan and Evidence/Evaluation of Lesson Demonstration Week 12 Dates: Develop a Teaching Philosophy Organize Professional/Academic Experiences Review and reflect on the historical, political, societal, developmental and cultural perspectives related to students and their families. Demonstrate improvement of academic writing and critical thinking skills. Resume Teaching Philosophy Week 13 Dates: Organize and Present Fieldwork Samples/Teaching Portfolio Develop effective mathematics and literacy instructional strategies, while supporting social and emotional development. Demonstrate an understanding of NJ Curriculum Content Standards and NJ Early Learning Standards and align these standards within written lesson plans. Review and reflect on the historical, political, societal, developmental and cultural perspectives related to Teaching Portfolio 13 students and their families. Evaluate and apply educational and developmental theories to provide appropriate instructional, assessment and management in lessons and activities for the field classroom. Locate instructional resources, integrate technology and identify essentials of research-based curriculum planning and classroom management. Demonstrate improvement of academic writing and critical thinking skills.